Meeting the Needs of Students with Emotional and Behavioral Disorders during the COVID-19 School Closures

Autor/inn/en	Bruhn, Allison; Choi, Youn-Jeng; McDaniel, Sara; Mathews, Hannah Morris; Hirsch, Shanna Eisner
Titel	Meeting the Needs of Students with Emotional and Behavioral Disorders during the COVID-19 School Closures
Quelle	In: Behavioral Disorders, 47 (2022) 4, S.270-281 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hirsch, Shanna Eisner)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/01987429211067472
Schlagwörter	Student Needs; Special Needs Students; Emotional Disturbances; Behavior Disorders; COVID-19; Pandemics; Individualized Education Programs; School Closing; Distance Education; Educational Change; Access to Computers; School Districts; Faculty Development; Special Education; Special Education Teachers; Teacher Attitudes; Kindergarten; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Gefühlsstörung; Individualized education program; Individualisierendes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Bildungsreform; School district; Schulbezirk; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders, who have complex and resource-intensive social, emotional, and behavioral needs. The purpose of this study was to examine the extent to which special educators and related service providers felt they were able to meet those needs in the context of the pandemic occurring in the Spring of 2020. Results indicated respondents' perceptions of their ability to meet students' needs and implement their students' Individualized Education Programs (IEPs) were moderated by policies on remote instruction and students' access to technology. In addition, respondents suggested district- and school-level response strategies, professional development on remote instruction, access to the internet at home, and additional technology would be helpful in future school closures. Implications and limitations are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01